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Using Rokunin no Tomodachi: Series 1
Trish Takahashi
ABOUT ROKUNIN NO TOMODACHI
Rokunin no Tomodachi: Series 1 These supplementary Japanese readers for students in Year 7 or 8, their first year of learning Japanese, are designed to provide enrichment material that appeals to students in this age group.
Rokunin noTomodachi Liam is in Japan for 6 months on a scholarship. He is 15 and wants to become a Ninja. We follow Liam’s adventures with his 5 friends: Riki, Kenta, Emi, Anna and Kazuki (going from leR to right)
The class mascots and the class mascots Sa-‐chan and Ta-‐chan, who speak English.
Teacher Notes Each story is approximately 500 words in length and is preceded by Teacher Notes.
Reading Comprehension At the end of each story you will find comprehension exercises, a creaWve task and
Word list a word list.
Kazuki’s fall Illustrated in manga style the books are visually appealing. The picture support allows the stories to be developed beyond the boundaries imposed by limited linguisWc ability.
Steep track The aim is to encourage students to deduce meaning from the text with minimal reliance on translaWon.
Liam’s diary Liam’s diary entries also assist comprehension, without giving an exact translaWon of the text.
Detailed explanaJons for the next 4 slides are available on my blog. Slide 13: trishtakahashi.wordpress.com -‐ Using the 'Rokunin no Tomodachi' readers Slide 14: trishtakahashi.wordpress.com -‐ Using the 'Rokunin no Tomodachi' readers: 2 Slide 15: trishtakahashi.wordpress.com -‐ Using the 'Rokunin no Tomodachi' readers:3. Book 1 'Nihon wa hajimete desu Slide 16: trishtakahashi.wordpress.com -‐ Using the 'Rokunin no Tomodachi' readers: 4. Book 1 'Nihon wa hajimete desu' (conJnued)
IDEAS FOR USING ROKUNIN NO TOMODACHI IN THE JAPANESE
CLASSROOM
As extension material • In the mulW-‐level classroom, as reading material for the more
able students to read while waiWng for the rest of the class to catch up.
• AlternaWvely, you could set aside 1 or 2 lessons per fortnight, for ‘extension’ students to work independently with the readers
As a whole class acWvity 1. Students, working individually or in pairs, go through the
book from P5 to P29, looking only at the pictures. They then write out a possible story-‐line, in English.
AND/OR 2. Divide the story into secWons (1 or 2 pages). Students work in
pairs, reading their secWon of the story out loud. Drawing on prior knowledge, using the clues in the pictures, guessing if necessary, they work out and then write an English version , without consulWng the word list.
As a whole class acWvity (contd.) 3. Give students secWon of script with lines jumbled for them to
reassemble without consulWng the book 4. DramaWc interpretaWon of the story 5. Get students to research any features of Japanese culture
that come up in the story 6. Get students to research the food featured in a parWcular
story 7. Students collaborate in groups to bring samples of food to
taste. You could even plan a meal for the whole class 8. Taste-‐tesWng acWvity of Japanese snacks, vegetables, dishes.
Book 1: Nihon wa hajimete desu
Suggested lesson sequence (8x1 hour lessons) 1. Read the story 2. Cultural research. Japanese family life: slippers and the Japanese bath 3. DramaWc interpretaWon of the story 4. DramaWc interpretaWon of the story (contd.) 5. PreparaWon for taste-‐tesWng of Japanese snacks 6. Taste-‐tesWng acWvity—Japanese snacks 7. Research—typical Japanese family meal 8. Class acWvity—a Japanese meal
Reading the story
1. Students to go through the book from page 5 to page 29, looking at the illustraWons, and reading the diary entries to get an outline of the story , without trying to read the Hiragana
2. Explain about the Katakana words and the Romaji guide to pronunciaWon. Revise, reinforce language on pages 18–21 (introducWons and present-‐giving and –receiving) and page 24 (asking Liam about his age and leisure acWviWes). What is Kenta is doing on page 18 and Kazuki on page 19?
Reading the story (contd.)
3. Students work in pairs. Give each pair a secWon of the story and get them to sound out the Japanese and work out the meaning of their secWon. Give each pair a sheet of A4 paper for their English version. I would probably divide the story up as follows: Pages 5–7 (13 lines) Page 8 (15 lines) Page 9 (13 lines) Pages 10 & 11 (7 lines) Page 14 (5 lines) Pages 16 & 17 (6 lines) Page 18 (11 lines) Page 19 (9 lines) Page 20 (10 lines) Page 21 (10 lines) Pages 22 & 23 (11 lines) Page 24 (8 lines) Pages 25–28 (10 lines) Each pair should work out the meaning of the language in their scene(s), drawing on prior knowledge and, if necessary, ‘guessing’ the meaning of the text, using clues provided in the illustraWons, diary entries and back cover blurb. They then write out an English version of the story, in their own words, without consulWng the Word List.
4. Each pair reports to the class.
Lesson 2: Cultural research
Japanese family life 1: slippers and the Japanese bath Worksheet 1—available on my blog
! 1!
Nihon wa hajimete desu: WORKSHEET 1
Research tasks !!
!PART 1: Slippers 1.
This picture shows the entrance to Riki’s house. The entrance to a Japanese house is called げんかん. Find out what you can about the customs and etiquette associated with going into or out of a Japanese house. In the space below, describe these customs and compare them with the customs at your house. ……………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………….
Lesson 3 DramaWc interpretaWon of the story: 1
1 Divide the class into 7 groups. Each group will work on one scene from the story. • Group 1, 3 members. This group will work on a scene based on page 5 of the
story. The characters are Liam and the official, who presents the scholarship plus Liam’s mother, who is in the audience. They act out the scene as it is shown and further suggested on page 5.
• Group 2, 2 members. This pair acts out a scene based on page 7 of the story. The characters involved are Liam and Riki.
• Group 3, 5 members. This group acts out a scene based on pages 10 & 11 of the story. The characters are Riki, his parents, Ai and Liam.
• Group 4, 2 members The characters are Liam and Riki. They act out a scene based on pages 12, 13 & 14 of the story.
• Group 5, 6 members. The characters are Liam, Riki, Kenta, Kazuki, Emi and Anna. They act out a scene based on pages 18–21 of the story.
• Group 6, 5 members. The characters are Liam, Riki, Yamamoto Sensei, Sa-‐chan and Ta-‐chan. They act out a scene based on pages 22 & 23 of the story.
• Group 7, 7 members. The characters are Liam, Riki, Kenta, Kazuki, Emi, Anna and Yamamoto Sensei. They act out a scene based on page 24 of the story.
Lesson 3 (conWnued)
2 Students prepare to act out their scene and tableau vivant.
Lesson 4 DramaWc interpretaWon of the story: 2
1 StarWng with Group1 and proceeding through the story in order, the students perform their role-‐plays, each group ending in their tableau vivant.
2. Get students to write a brief reflecWon on their experience. This should be wrilen in their Japanese exercise book, and for their eyes only.
Lesson 5 PreparaWon for the taste-‐tesWng acWvity
In this lesson each student will reflect on his/her cultural background by considering what part of the world their family has come from and what language(s) their forbears originally spoke. Each student will then consider the current culture of his/her family in terms of food—snack foods, typical family meals and customs observed in relaWon to eaWng. The informaWon from individual students will then be collated to show the variety of cultural and linguisWc idenWWes represented in the class.
Lesson 6 Taste-‐tesWng acWvity
Worksheet 2—available on my blog Choose about 6–8 different types of せんべい The students fill out Worksheet 2 as they taste the せんべい. Conclude the lesson with a class discussion of the experience.
WORKSHEET 2 WORKSHEET 2 TASTE TESTING Part 1 Observe the foods to be tasted and then fill out the table. What does each item look like? Sketch the item What colour is it? Is it shiny or dull? What happens when you break/tear it in half? What sort of aroma does it have? Item No.
Sketch of item Colour Shiny/Dull How does it break?
Aroma
!
Lesson 7: Cultural research Japanese family life 2: typical Japanese meal
Students research a typical Japanese family meal, either breakfast or the evening meal, and present their results as a poster or PowerPoint presentaWon. Their research should cover the following points: • What dishes are served for the meal (menu for the meal) • Japanese names for the dishes if possible • What sort of plates, bowls etc. are used • EWquele for eaWng the meal, including greeWngs before and aRer the
meal • Recipes for the dishes that make up the meal
Lesson 8 Class acWvity—a Japanese meal
Enlist help of naWve speaker parents At other schools, where there were no naWve speakers, I have organised a Japanese breakfast with a class that was on Period 1. The breakfast was very simple, but included ごはん、みそしる、つけもの、and some おかず. You might be able to organise a class lunch at a local Japanese restaurant. Or you could get the students to plan their own typical Japanese meal and spend another lesson working out the logisWcs of the meal.
As long as the students get to eat Japanese food, it is good!
Other Wtles in the series
• Lesson sequences and plans for other Wtles in the series are available on my blog, which can be accessed from the website
Book 2: Jikanwari • Suggested lesson sequence—outline • • Scan the story, picture by picture, without reference to the text. Listen to
the story (CD); read the story • Review language structures and vocabulary of the story • Cultural research—raccoon dogs and Japanese monkeys • CreaWve acWvity: Kamishibai • Ninjutsu—what exactly is it? Research • CreaWve acWvity: students make a model of a typical ninja house • DramaWc interpretaWon of the story • DramaWc interpretaWon of the story (contd.) • Research Japanese Obentou • Class lunch おべんとう. In groups, students present results of research in
form of Kami Shibai, Ninjutsu demonstraWon, model Ninja house
Jikanwari (contd.) • LESSON 1 • Scan, listen to, read the story (1 hour). Students work in pairs or small groups. • You will need: • Worksheet 3 • A4 cards • Scan the story (approx. 8 minutes). Students go through the story, picture by picture, without reading the text,
and answer the quesWons on Worksheet 3. • Play the story on the CD. The first Wme through, students listen and follow the pictures. Then play the story
through again. This Wme the students follow the script and repeat aRer CD, sentence by sentence. (24 minutes if you include the vocab. List).
• Divide the vocabulary list evenly among the students and have each student make an illustrated, colour, A4 flashcard for each of his/her assigned vocab. items.
• Each student writes a sentence in Japanese, using those words or phrases, to go on the back of the flashcard. • LESSON 2 • Review language and structures (1 hour) • You will need: • Vocabulary flashcards made in Lesson 1 • Using the flashcards made in Lesson 1, review the language and structures featured in the story. (15 minutes) • Students complete the Reading Comprehension tasks on pages 30, 31.
Book 3: Jouba Kurabu de Suggested lesson sequence for ‘Jouba Kurabu de’—outline • Scan the story, picture by picture, without reference to the text. Listen to the story
(CD); read the story. • Language structures and vocabulary of the story—1. Discussion and explanaWon of
Katakana words. Overview of language structures. • DramaWc interpretaWon of the characters in this story • DramaWc interpretaWon of the characters (cont’d). Reading Comprehension
‘CreaWve Task’ on P 31 • Cultural research—horses in Japan and Australia • Cultural research—horse riding in Japan and Australia • ExplanaWon and pracWce of language structures—2 • CreaWve acWvity—poster of horse gaits and riding lesson instrucWons • Cultural research—Udon • Cultural experience—prepare and eat Udon.
Book 4: Yamanobori • Suggested lesson sequence for ‘Yamanobori’—outline • • Scan the story, picture by picture, without reference to the text. Listen to the story
(CD); read the story. • Language structures and vocabulary of the story—1. Discussion and explanaWon of
Katakana words. Overview of language structures. • Pair work exercises: planning a day trip and asking permission • Phone conversaWons to arrange an ouWng—pair work • Cultural research—やまのぼりand alpine acWviWes in Japan • Cultural research—mountain climbing and alpine acWviWes in Australia • Language to describe weather (cold, dark, heavy rain, bright sunshine etc) • CreaWve acWvity—poster of horse gaits and riding lesson instrucWons • Cultural research—おにぎり, おすし, やきぶた, むぎちゃ, Japanese sandwiches • Cultural experience—prepare and eat おにぎり
Rokunin no Tomodachi: Series 2
• Series 2 is in producWon • Books 5 and 6 are now available, Book 7 by end Term 1 2015 and Book 8 early Term 2
Titles for Series 2
1. うんどうかい 2. ぶんかさい 3. クリスマス と おしょうがつ 4. スキー
Contact Trish Takahashi Children’s Author—FicWon/EducaWon 74 Pebbly Hill Road Maraylya NSW 2765 p 02 4573 6971 m 0410 482 499 e [email protected] w hlp://trishtakahashi.com Shopfront hlp://trishtakahashi.bigcartel.com
Price List (March 2015) • Price List • Please note: I am not registered for GST • Individual Jtles • $17.00 per book + postage and handling • Boxed set of 4 • $60.00 + postage and handling • Series 1 CD • Cost: $25 + postage and handling • Recorded by Japanese voice actors • Contents: The four stories;
Word lists with spaces for students to repeat; Rokunin no Tomodachi song